(864) 977-7000
 


Are you a teacher who wants to be even more effective? The Master of Education (MEd) degree at North Greenville University will provide you with the knowledge and skills you need to advance your career or even change your career path to a different element of teaching. Even more than that, NGU’s Graduate School of Education faculty members are prepared and willing to help you succeed in impacting the world for Christ as a teacher.

 

QUICK FACTS

 

  • 36 - Credit hours in the MEd degree at NGU
  • 18 - Months to complete your degree
  • 5 - Start dates throughout the year

 

Degree Description

 

The 36-hour MEd program at NGU at North Greenville University is a research-based degree designed to equip individuals with effective pedagogy and knowledge of current social issues, while providing a Christ-centered learning environment to maximize personal growth. The degree takes currently licensed educators to a higher understanding of effective teaching. In addition, the degree can be utilized by professionals who have opportunities in the education sector and do not hold current licensure. (Note: The NGU Master of Education program does not lead to state licensure.)

 

Tracks / Concentration

 

  • Learning Disabilities
  • Read 2 Succeed
  • Teacher Leader

Career Opportunities

 

  •  Instructional Coach
  • K-12 General Education Teacher
  • Special Education Teacher
  • Teacher Leader

To apply to NGU’s MEd program, complete the following steps:

  • Send the following documents to NGU’s Office of Adult and Graduate Admissions at 405 Lancaster Ave., Greer, SC 29650:
    • A self-reflective essay of 500 words, relating your personal goals to education
    • A check for the $30 application fee
    • A copy of your teaching certificate
  • Download, print, and fill in the College Transcript Request Form, and then send it to the registrar of any colleges or universities you have previously attended. (They will then send your official transcripts directly to NGU.)

If you would like to complete your MEd degree in the suggested timeframe of 36 months, then we recommend that you consistently take one or two courses per term as you continue through the program.

Before graduating, each student in the program must complete 24 credit hours of core courses, in addition to 12 or more credit hours within their concentration of choice:

Core Courses (24 credit hours required)

  • EDU 5000 Current Issues in K-12 Schools (3 credit hours)
  • EDU 5200 Intervention Strategies and Techniques (3 credit hours)
  • EDU 5350 Diversity and Social Issues in Education (3 credit hours)
  • EDU 5700 Principles of Curriculum Development (3 credit hours)
  • EDU 5850 School and Community Relations (3 credit hours)
  • EDU 6050 Assessment of Learners (3 credit hours)
  • EDU 6100 Educational Leadership (3 credit hours)
  • EDU 6500 Educator as Researcher (3 credit hours)

Learning Disabilities Concentration Courses (12-15 credit hours required)

  • EDU 6600 Characteristics of Learning Disabilities (3 credit hours)
  • EDU 6620 Methods and Procedures for Learning Disabilities (3 credit hours)
  • EDU 6640 Behavior Management (3 credit hours)
  • EDU 6650 Teaching Reading in General or Special Education (3 credit hours)
  • EDU 6680 Practicum in Instruction for Students with Learning Disabilities (3 credit hours

(Note: Students may be awarded three graduate credit hours upon presentation of approved documentation of one year of teaching students with learning disabilities.)

Read to Succeed (R2S) – Elementary and Early Childhood Concentration Courses (12 credit hours required)

  • EDU 5720 R2S Foundations in Reading (3 credit hours)
  • EDU 5740 R2S Instructional Practices (3 credit hours)
  • EDU 5760 R2S Assessment of Reading (3 credit hours)
  • EDU 5780 R2S Content Area Reading and Writing for Early Childhood and Elementary (3 credit hours)

Read to Succeed (R2S) – Middle and High School Concentration Courses (12 credit hours required)

  • EDU 5720 R2S Foundations in Reading (3 credit hours)
  • EDU 5740 R2S Instructional Practices (3 credit hours)
  • EDU 5750 R2S Content Area Reading (3 credit hours)
  • EDU 5760 R2S Assessment of Reading (3 credit hours)

Teacher Leader Concentration Courses (12 credit hours required)

  • EDU 6800 Professional Leadership and Mentoring (3 credit hours)
  • EDU 6820 Ethics in Teacher Leadership (3 credit hours)
  • EDU 6840 Conflict Resolution in Teacher Leadership (3 credit hours)
  • EDU 6860 Practicum in Teacher Leadership (3 credit hours)

(Note: Certified teachers who wish to obtain South Carolina’s state-required R2S endorsement, teacher leader endorsement, or learning disabilities add-on to their current certificate have the responsibility of contacting the state department upon degree completion to ensure completion of any other requirements for certifications and endorsements.)

 

 Course Descriptions

 

These are the relevant MEd courses offered at NGU and their respective course descriptions, listed alphabetically:

EDU 5000 Current Issues in K-12 Schools (3 credit hours) – Policies, programs, and trends that directly or indirectly impact K-12 schools are examined and evaluated using research, analysis, and assessment in order to determine their relevance to teaching and learning in diverse school settings.

EDU 5200 Intervention Strategies and Techniques (3 credit hours) – This is an introductory course in the field of special education that focuses on an examination of the educational literature regarding effective teaching practices and behavior change strategies for students with special educational needs. It provides an opportunity to explore, design, implement, and evaluate school-based interventions for students with high incidence disabilities including learning, emotional, and intellectual disabilities.

EDU 5350 Diversity and Social Issues in Education (3 credit hours) – A study of the social, cultural, and political issues that affect decision-making and student achievement in schools, this course will examine the role of school in the enculturation or "Americanization" of students; the effects of student background and culture on achievement; and the different socio-cultural groups with a political stake in the curriculum and how these groups work to further their interests.

EDU 5700 Principles of Curriculum Development (3 credit hours) – Study of K-12 school curriculum includes a development of the philosophical and historical perspective of curriculum in the United States, the current relationship of curriculum to societal needs and policies governing learning and teaching, use and impact of technology, and strategies to equip teachers and teacher leaders in the development and implementation of curriculum to meet the needs of today's learners.

EDU 5720 R2S Foundations in Reading (3 credit hours) – In this course teachers will deepen their understanding of major theories and research that describe the foundations of reading and writing development, the processes, and the components of reading, including word recognition, language comprehension, strategic knowledge, and reading-writing connections. The South Carolina Literacy Competencies for PreK - 5th Grade Classroom Teachers will serve as the foundation for the course. Standard 1, Foundational Knowledge and Standard 6, Professional Learning and Leadership will be addressed. Teachers will gain an understanding of the theoretical and evidence-based foundations of reading and writing processes and instruction. They will also learn the importance of professional learning and leadership as a career-long effort and responsibility and will be given opportunities to demonstrate these skills.

EDU 5740 R2S Instructional Practices (3 credit hours) – In this course teachers will deepen their understanding of how to use instructional approaches and materials within an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. The South Carolina Literacy Competencies for PreK - 5th Grade Classroom Teachers will serve as the foundation for the course. Standard 2, Curriculum and Instruction will be addressed. Teachers will gain an understanding of the theoretical and evidence-based instructional practices that foster reading, writing, listening, and speaking.

EDU 5750 Reading in the Content Areas (3 credit hours) – Research-based teaching methods, study strategies, and technology focusing on the abilities to use language processes (reading, writing, speaking, listening) to learn subject matter across the curriculum. This course shares essential techniques to support independent reading and learning and identifies opportunities for students to summarize ideas, take notes, and reflect on their learning.

EDU 5760 R2S Assessment of Reading (3 credit hours) – In this course teachers will deepen their understanding of how to use a variety of assessments and evaluations within a comprehensive, balanced curriculum to assess, inform, and monitor students' progress in reading and writing. The South Carolina Literacy Competencies for PreK-5th Grade Classroom Teachers will serve as the foundation for the course. Standard 3, Assessment and Evaluation, will be addressed. Teachers will gain an understanding of the theoretical and evidence-based assessment and evaluation practices that foster reading, writing, listening, and speaking.

EDU 5780 R2S Content Area Reading and Writing for Early Childhood and Elementary (3 credit hours) – In this course teachers will deepen their understanding of research-based principles and practices that support content area literacy as described in the South Carolina Literacy Competencies for Early Childhood and Elementary Teachers as part of the Read to Succeed Initiative. The following standards will be addressed: Standard 4: Diversity, Standard 5: Literate Environment, and Standard 7: ELLs. Teachers will learn how to create a literate environment that fosters reading and writing for the diverse students in South Carolina schools. Special emphasis will be placed on implementing content area literacy standards across curriculum, instruction, and assessment within the content areas. Teachers will read and respond to professional text on literacy instruction to gain the necessary background knowledge that will help them create a literate environment and prepare instruction based on assessment to reach the diverse needs of learners in their classrooms.

EDU 5850 School and Community Relations (3 credit hours) – Using inquiry, research, and evaluation strategies regarding school and community relations the interdependence of school and community is identified and defined in terms of societal expectations of America's schools and the effects of these expectations on educational political, economic, and demographic changes on educational policy.

EDU 6050 Assessment of Learners and Data Analysis (3 credit hours) – This course is a study of how to use assessment results and data analysis to improve student learning. The course considers test validity and reliability so that test results can be interpreted to indicate learners' proximity to learning targets. Topics include test planning and formatting, strategies for learners' involvement in the testing process, communication with caregivers, portfolios, and scoring instruments.  Assessment techniques and instruments to closely assist diverse learners in the classroom such as students with learning, emotional, and intellectual disabilities will be identified.

EDU 6100 Educational Leadership (3 credit hours) – A study of administrative theory leadership principles, including the conceptual and structural organization of public education as well as educational governance at the federal, state, and local levels. It is also a study of administrative theory, leadership principles, the conceptual and structural organization of the environment, and the processes involved in educational leadership. The course is to provide an initial understanding of the nature and specific characteristics of educational leaders, the varied roles of educational leaders and the relevant theories and practices of effective educational leaders to improve student learning.

EDU 6500 Educator as Researcher (3 credit hours) – This course is a study of methods and design in quantitative and qualitative research in education. The primary objective of the course is to prepare an action research proposal for use in K-12 schools.  A structure is provided for systematically finding answers to questions that arise from practice. Techniques will be taught for individuals to identify problems in the school setting and then to select appropriate research methods from which they will propose how to collect and analyze data.

EDU 6600 Characteristics of Learning Disabilities (3 credit hours) – An examination of the characteristics of students with learning disabilities. Causes attributed to learning disabilities, the referral process, and programs/instruction options examined. Various assessment and remediation techniques, as well as the utilization of appropriate classroom materials, are analyzed, and curricular modifications for students in inclusive settings are explored.

EDU 6620 Methods and Procedures for Learning Disabilities (3 credit hours) – This course addresses basic assessment procedures, selection and utilization of instructional methods, materials and individualized programming for individuals with specific learning disabilities.  Special education law and policies are analyzed along with IEP components and educational interventions across various service delivery options.

EDU 6640 Behavior Management (3 credit hours) – This course focuses on identifying, recording, evaluating, and changing social and academic behaviors of special and diverse populations. Theories of classroom management are explored and various approaches to management including use of technological advances are addressed. Developing classroom and individual behavior management plans are emphasized.

EDU 6650 Teaching Reading for Students with Disabilities (3 credit hours) – An understanding of effective reading and writing instruction, with emphasis on the challenges faced by children with a wide array of disabilities is provided. Major approaches to assessment and remediation in reading are reviewed, enabling students to develop diagnostic-prescriptive programs. In addition, this course provides methods of remediation in oral language, handwriting, spelling, and conceptual writing. An appropriate array of strategies to meet a wide range of individual differences across age levels are identified.

EDU 6680 Practicum in Instruction for Students with Learning Disabilities (3 credit hours) – Methods for adjusting instruction according to student needs and performance through evidence-based instructional strategies and data-driven differentiated instruction are identified.  Effective classroom and behavior management are utilized while establishing a positive, productive, and safe learning environment with high expectations for all students.  Reflection and collaboration through best teaching practices for a diverse population of students is developed. 

EDU 6800 Professional Leadership and Mentoring (3 credit hours) – This course assists to organize and develop a research-based field experience mentoring design related to mentoring in an educational setting focusing on providing high-quality learning experiences, coaching, and feedback through effective leadership.

EDU 6820 Ethics in Teacher Leadership (3 credit hours) – This course contains a detailed study of ethical issues encountered by teacher leaders in the contemporary cultural setting.  Personal values are explored as they relate to practical applications in the educational field.  Questions related to truthful communication, power relations, professional integrity, and poverty as well as ethnic, cultural, and racial differences are addressed in the context of Christian leadership and decision-making. 

EDU 6840 Conflict Resolution in Teacher Leadership (3 credit hours) – This course focuses on the knowledge, skills, and necessary dispositions to assist leaders to think critically and creatively about conflict and understand conflict from multiple points of view.  Reflection on the role of leadership in conflict is practiced including self-analysis of own conflict management skills and best practices mediating and facilitating conflict from a leadership perspective.

EDU 6860 Practicum in Teacher Leadership (3 credit hours) – This course provides a 36-hour, field-based practicum in which opportunities for mentoring and leadership are provided, with observations, self-assessment, and formative/summative evaluations conducted.

For more information on our upcoming terms, course offerings, and the textbooks you’ll need, follow the links below:

All Graduate School of Education faculty members at NGU hold doctoral degrees in various educational areas. Additionally, faculty members are experienced teachers who are seasoned leaders. 

Students in NGU’s Ed.D program are taught and mentored by these highly credentialed faculty, who not only possess years of experience in their respective fields of study, but also enable students to think critically and develop into more effective and impactful leaders in the field of education.

Dr. Constance Wright | Dean of the College of Education

Constance Wright, Ed.D.

Dean of the College of Education
Professor of Education

Dr. Constance Wright serves as the Dean of the College of Education at NGU. Wright earned her Bachelor of Arts degree in Education (’92) from Mars Hill College and a Master of Arts in Education from Western Carolina University, and an Ed.D. in Education/Educational Leadership from the University of Phoenix. She received her masters in (’00) and her Ed.D. in (’06). She also holds a current teaching license in North Carolina. Prior to teaching at NGU, Wright worked as a Department Chair for the College of Education at Montreat, and taught in Buncombe County Schools as an elementary and high school teacher, as well as a reading specialist. In her spare time, Wright enjoys hiking and exploring the beautiful vistas of God’s creation with her family and friends.
 

Shelley Dugle, Ed.D.

Associate Dean of the Graduate Programs
Professor of Education

Dr. Shelley Dugle has served as the dean of the Graduate School of Education at NGU since 2010, where she has developed the M.Ed. and Ed.D. programs with her team of faculty members. She enjoys both administrative tasks and teaching graduate courses. Prior to this, Dugle taught K-9 students with mild to moderate disabilities in the public school setting and also undergraduate education majors at a previous institution. Dugle enjoys spending time with her two daughters, three dogs, and family/friends. She currently serves on the board for Bella Muntean-Angel Heart of HOPE Ministry and is thankful for every day God has given her to enjoy love and life.

Michael Butler, Ed.D.

Program Director for the Doctor of Education
Professor of Education

Dr. Michael Butler served as the Secondary Education Coordinator for the North Greenville University undergraduate Teacher Education programs from 2007-2011. While serving on the undergraduate campus, Butler co-founded the NGU Student Chapter of Association for Supervision and Curriculum Development and was an NCATE Standard writer for the accreditation renewal process. Butler currently serves in the graduate school college of education, where he co-authored the Master of Art in Teaching program and the Educational Leadership Doctoral program. Butler’s specializations are the social and historical foundation of education, educational public policy, applied research, and assessment.

Harold Long, Ed.D.

Director of the Center for Educational Leadership and Research
Professor of Education

Dr. Harold Long is a professor with the Graduate School of Education and directs student teaching. He has earned degrees in Psychology (B.S.), Elementary Education (M.A.), and Educational Administration (EdD). Prior to joining NGU, he spent his career in public education working at every level including elementary, high school and coordinating educational research at Clemson University. In addition to his duties at the graduate school, he conducts educational research, writes and has consulted with several schools and districts. In his free time, Long particularly enjoys traveling the United States with his family in their RV.


Mary Ann Solesbee, Ph.D.

Read to Succeed Specialist
Professor of Education

Dr. Mary Ann Solesbee served as chair of the Education Department at North Greenville University from 1995-2005, where she led the team to develop the inaugural undergraduate teacher education program. She has also worked in public education as a teacher, literacy coach, and director of the Teaching American History Grant, Teaching American History Right Under Our Feet. She is the author of the Sal and Amanda book series for children, which highlights South Carolina history with a bit of mystery. She is presently serving as the Read to Succeed Specialist for the Graduate School of Education at NGU .

If you’re a prospective student who’s interested in this degree at NGU, then you can contact our Office of Adult and Graduate Admissions directly to learn more:

Maria A. Kithcart, ABD
Associate Director of Adult and Graduate Admissions Counselor
Local: 864-663-7522
Toll Free: 1-844-333-4566
maria.kithcart@ngu.edu

 

What is your ideal career?